TITLE: Areas Acquired To Form The United States
TITLE: Areas Acquired toForm the United StatesMain Goal(s): To provide information on the territorial growth of the United States. To facilitate the students’ use of maps and charts.TAKS:Statewide:Objective 2: The student will demonstrate an understanding of geographic influences onhistorical issues and events.(8.6) History. The student understandswestward expansion and its effects on thepolitical, economic, and social developmentof the nation. (E) The student is expected toidentify areas that were acquiredto form the United States.Specifically 8.6.(E) is assessed on the 8th grade TAKS.Objective 5: The student will use critical thinking skills to analyze social studiesinformation.(8.30) Social studies skills. The studentapplies critical-thinking skills to organizeand use information acquired from a varietyof sources including electronic technology.(B) The student is expected toanalyze information by sequencing,categorizing, identifying cause-andeffect relationships, comparing,
contrasting, finding the main idea,summarizing, makinggeneralizations [and predictions],and drawing inferences andconclusions.(C) The student is expected to[organize and] interpret informationfrom [outlines, reports, databases,and] visuals including graphs,charts, timelines, and maps. 8.30 (B) correlates to WH25(C) /W21(A) and is used for the 10th grade TAKS. US24(B) is used for the 11th grade TAKS 8.30 (C) is used on the 8th grade TAKS, and correlates to WH26(C) for the 10thand 11th grade TAKS.Bracketed material is not specifically tested on the TAKS.Additional Assessment:District or Local System: (Locally developed content objectives, benchmarks, orreferences to campus or district improvement plans.)Brief Description of Activity:Students will sequence the territorial acquisitions to the United States in chronologicaland geographic order. Students will also divide each acquisition into categories:purchase, treat/agreement, conquest/seizure, and annexation. Students will then use factsto support or refute the generalization that the settlement of the United States moved fromeast to west.Required Materials: Transparency or handout of provided chart Hand outs: “Areas Acquired to Form the United States”, “Map ofTerritorial Growth of the United States” Textbooks/ Supporting materialsUsing the Grant Wiggins’ “Understanding by Design” approach to planning, please use“WHERE” to plan for the remainder of the lesson.
Where the work is headed and the purpose of day to day work.Hook students with engaging work that makes them more eager to explore key ideasExplore the subject in depth, equip students with required knowledge and skill toperform successfully on final tasks and help them experience key ideas.Rethink with students the big ideas; students rehearse and revise their work.Evaluate results and develop action plans through self assessment of results.(Additional ideas to be filled in by the teacher, supervisor, system or district:)Possible Plans For e Connections to OtherSubjects:
United States Map
Areas Acquired to Form the United StatesArea AcquiredOriginal 13Colonies& lands west to theMississippi RiverDateHow AcquiredFrom1783American RevolutionTreaty of ParisGreat BritainLouisianaTerritory1803Purchased for 15 millionFranceWest Florida1810 &1813SeizedSpainFlorida1819Adams-Onis TreatySpain
Texas1845AnnexationIndependentRepublicOregon Territory1846AgreementGreat BritainMexican Cession1848Mexican WarTreaty ofGuadalupe HidalgoMexicoGadsden Purchase1853Purchased for 10 millionMexicoAlaska1867Purchased for 7.2 y
TITLE: GeographicDistributions and PatternsMain Goal(s): To provide information of urban growth of the United States. To facilitate the students’ use of maps. To encourage students’ to deduce scenarios due to historicalinformation.TAKS:Objective 2: The student will demonstrate an understanding of geographic influences onhistorical issues and events.(8.10) Geography. The student uses geographictools to collect, analyze, and interpret data. (B) The student is expected to[pose and] answer questions aboutgeographic distributions and patternsshown on maps, graphs, charts,[models, and databases].Specifically, TEKS (8.10)(B) is assessed at Grades 8, 10, and 11.Objective 5: The student will use critical thinking skills to analyze social studiesinformation.(8.30) Social studies skills. The studentapplies critical-thinking skills to organizeand use information acquired from a varietyof sources including electronic technology.(B) The student is expected toanalyze information by sequencing,categorizing, identifying cause-andeffect relationships, comparing,contrasting, finding the main idea,summarizing, makinggeneralizations [and predictions],and drawing inferences andconclusions.(C) The student is expected to
[organize and] interpret informationfrom [outlines, reports, databases,and] visuals including graphs, charts,timelines, and maps. (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/(WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11. (8.30)(C) is assessed at Grade 8 and correlates with (WH26)(C) assessedat Grades 10 and 11.Bracketed text will not be specifically tested on the TAKS.Additional Assessment:District or Local System: (Locally developed content objectives, benchmarks, orreferences to campus or district improvement plans.)Brief Description of Activity:Students will interpret information from maps by determining the size of United Stateseast coast cities in 1800 and 1870. Students will compare and contrast the changes insize over these 70 years and hypothesize about causes behind urban growth by analyzingthe geographic settlement patterns. Additional exercises could include comparing andcontrasting regions, and making inferences on the historical impact i.e. the Civil War ofthese geographic differences.Required Materials: Transparency or handout of “City Population 1800,” and “CityPopulations 1870” Textbooks/ Supporting materials
Using the Grant Wiggins’ “Understanding by Design” approach to planning, please use“WHERE” to plan for the remainder of the lesson.Where the work is headed and the purpose of day to day work.Hook students with engaging work that makes them more eager to explore key ideasExplore the subject in depth, equip students with required knowledge and skill toperform successfully on final tasks and help them experience key ideas.Rethink with students the big ideas; students rehearse and revise their work.Evaluate results and develop action plans through self assessment of results.(Additional ideas to be filled in by the teacher, supervisor, system or district:)Possible Plans For e Connections to OtherSubjects:Adaptations:Extensions:
Possible Connections to OtherSubjects:City Population, 1800Map: United States Census Agency
City Population, 1870Map: United States Census Agency
TITLE: New England and theSouth: Physical and Human Characteristics ofPlaces and Regions of the United StatesMain Goal(s): To provide information of regional differences of the United States. To facilitate the students’ use of charts. To encourage students’ to deconstruct scenarios due to historical information.TAKS:Objective 2: The student will demonstrate an understanding of geographic influences onhistorical issues and events.(8.11) Geography. The student understandsthe location and characteristics of places andregions of the United States, past and present. (B) The student is expected tocompare places and regions of theUnited States in terms of physicaland human characteristics.TEKS (8.11)(B) is assessed at Grade 8, but is not assessed at Grades 10 or 11.Objective 5: The student will use critical thinking skills to analyze social studiesinformation.(8.30) Social studies skills. The studentapplies critical-thinking skills to organizeand use information acquired from a varietyof sources including electronic technology.(B) The student is expected toanalyze information by sequencing,categorizing, identifying cause-andeffect relationships, comparing,contrasting, finding the main idea,summarizing, makinggeneralizations [and predictions],and drawing inferences andconclusions.(C) The student is expected to
[organize and] interpret informationfrom [outlines, reports, databases,and] visuals including graphs,charts, timelines, and maps. TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/(WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11. TEKS (8.30)(C) is assessed at Grade 8 and correlates with (WH26)(C) assessed atGrades 10 and 11.Bracketed text will not be specifically tested on the TAKS.Additional Assessment:District or Local System: (Locally developed content objectives, benchmarks, orreferences to campus or district improvement plans.)Brief Description of Activity:Students will study the physical and human characteristics of two regions of the UnitedStates between the years of 1800 and 1850. Students will compare and contrast the tworegions and draw conclusions about their subsequent economic development. Additionalexercises could include drawing conclusions about why the conflicting interests andfeatures of the regions might have led to the Civil War.Required Materials: Transparency or handout of the chart “New England and the South;Regions and Places in the US 1800-1850” Textbooks/ Supporting materials
Using the Grant Wiggins’ “Understanding by Design” approach to planning, please use“WHERE” to plan for the remainder of the lesson.Where the work is headed and the purpose of day to day work.Hook students with engaging work that makes them more eager to explore key ideasExplore the subject in depth, equip students with required knowledge and skill toperform successfully on final tasks and help them experience key ideas.Rethink with students the big ideas; students rehearse and revise their work.Evaluate results and develop action plans through self assessment of results.(Additional ideas to be filled in by the teacher, supervisor, system or district:)Possible Plans For e Connections to OtherSubjects:Adaptations:Extensions:Possible Connections to OtherSubjects:
New England and the South:Regions and Places in the U.S., 1800-1850FeaturesNew EnglandThe SouthLandLand was not productive andfarms tended to be smallfamily enterprises.Fertile land in the Tidewaterregion along the East Coastand coastal regions of theDeep South was ideal forgrowing tobacco, rice, indigo,cotton, and sugar cane. Smallfarms were generally found inthe Piedmont region.ClimateLong cold winters and ashort growing seasonprevented the cultivation ofmany crops.Mild winters and a longgrowing season made thecultivation of a variety ofagricultural products possible.Labor SourceImmigrants suppliedmanufacturers with a newsource of labor for factories.Plantation owners dependedon slave labor to cultivatelarge one-crop operations.Small farms used familylabor.EconomicResourcesFast-flowing rivers createdwaterpower needed formanufacturing. Deep-waterharbors were ideal forshipping and trade.Rivers could be navigated tothe Fall Line for transportingagricultural products tomarket.PopulationDistributionMost inhabitants lived incities, towns, or villages.Rural residents were lesscommon than in the South.Most inhabitants lived inrural areas and were engagedin agriculture.Boston was the main city andport of New England.Charleston, on the Atlantic,and New Orleans, on theMississippi River, were mainports in the South.Typical Cities
TITLE: Impact ofGeographic Factors on HistoricalEvents: The Gold RushMain Goal(s): To provide information on the territorial growth of the United States. To facilitate the students’ use of maps, charts, and primary resources. To understand the differences between human and physical geographyon settlement and discovery.TAKS:Objective 2: The student will demonstrate an understanding of geographic influences onhistorical issues and events.(8.11) Geography. The student understandsthe location and characteristics of places andregions of the United States, past and present. (C) The student is expected toanalyze the effects of physicaland human geographic factorson major historical [andcontemporary] events in theUnited States.Specifically, TEKS 8.11(C) is assessed at Grade 8, but is not assessed at Grades10 or 11.Objective 5: The student will use critical thinking skills to analyze social studiesinformation.(8.30) Social studies skills. The studentapplies critical-thinking skills to organizeand use information from a variety of sourcesincluding electronic technology.(B) The student is expected toanalyze information by sequencing,categorizing, identifying cause-andeffect relationships, comparing,contrasting, finding the main idea,summarizing, makinggeneralizations [and predictions],
and drawing inferences andconclusions. (C) The student is expected to[organize and] interpret informationfrom [outlines, reports, databases,and] visuals including graphs,charts, timelines, and maps.TEKS 8.30(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A)correlation at Grade 10, and (US24)(B) at Grade 11.TEKS 8.30(C) is assessed at Grade 8 and correlates with (WH26)(C) assessed atGrades 10 and 11.Bracketed material is not specifically tested on the TAKS.Additional Assessment:District or Local System: (Locally developed content objectives, benchmarks, orreferences to campus or district improvement plans.)Brief Description of Activity:Students will sequence the territorial acquisitions to the United States in chronologicaland geographic order. Students will also divide each acquisition into categories:purchase, treat/agreement, conquest/seizure, and annexation. Students will then use factsto support or refute the generalization that the settlement of the United States moved fromeast to west.Students will study the information provided in the “The Gold Rush: Effects of Physicaland Human Geographic Factors” chart. Discuss the cause and effect relationshipbetween the discovery of gold in California and the subsequent increase in population.Challenge the student to make inferences the impact of the population explosion on theeconomy and allied businesses that were established as a result of the discovery of goldand draw conclusions about the extent of gold-producing areas of California.The students will then view the photographs to discuss the types of work and differentpeople involved with gold discovery. Some possible discussion topics could includegender, ethnicity, culture, type of dress, and age of pictured subjects.
Required Materials: Hand outs “The Gold Rush: Effects of Physical and Human GeographicFactors”, “Gold-bearing areas of California”, photographs Textbooks/ Supporting materialsUsing the Grant Wiggins’ “Understanding by Design” approach to planning, please use“WHERE” to plan for the remainder of the lesson.Where the work is headed and the purpose of day to day work.Hook students with engaging work that makes them more eager to explore key ideasExplore the subject in depth, equip students with required knowledge and skill toperform successfully on final tasks and help them experience key ideas.Rethink with students the big ideas; students rehearse and revise their work.Evaluate results and develop action plans through self assessment of results.(Additional ideas to be filled in by the teacher, supervisor, system or district:)Possible Plans For e Connections to OtherSubjects:
The Gold Rush:Effects of Physical and Human Geographic FactorsPhysical FactorsHuman FactorsDeposits of gold were discovered in the streams andmountain areas of California (see map). Gold could berecovered by panning in streams, called placer mining(see picture), or by tunneling and digging into thehillsides. Millions of dollars worth of gold was minedbetween the years 1848 and 1859. From 10 million in1849, gold production increased to 81 million in 1852.By 1859, the value of California gold mined haddecreased to 44 million.The discovery of gold at Sutter’s Fort in Californiacaused a rush of people from all over the world.California had been newly acquired by the United Statesas a part of the Mexican Cession in 1848. Prospectorscame overland across the Great Plains and RockyMountains, by ship across the isthmus of Panama, and byship around Cape Horn to the port of San Francisco. Thepopulation of California increased dramatically.Note: About one-half of the Forty-Niners were American born or American citizens.However, other people came from Asia, Australia, and Europe to seek fortunes. Most ofthese travelers were men but some women could be found in the small cities, and evensome were actively involved in the search for gold.
Gold-bearing Areas in CaliforniaGold Bearing: areas in which gold is foundLode gold: gold found near waterways without digging.Placer gold: an alluvial, marine, or glacial deposit containing particles of valuablemineral.Dredging field: an area where digging occurs.
Source: California State Library, www.library.ca.gov:80/goldrush/images
summarizing, making generalizations [and predictions], and drawing inferences and conclusions. (C) The student is expected to [organize and] interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. 8.30 (B) correlates to WH25(C) /W21
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